Courses

Biology Education Major Courses

Specializastion

PHYS102 Energy and the Environment (3 Credits)

PHY102 Energy and the Environment - Three or Four Credits
Principles and ideas from elementary science are applied to the broad topics of energy, pollution, and transportation. The student should gain an awareness of some of the major environmental problems and develop a basis for understanding the complexity of the problems. Introductory physical processes are introduced so that this course not only counts toward a graduation science requirement, but also serves as a foundation for other science courses. Three hours lecture and optional two hours lab each week. Students enrolling in and successfully completing the lab will receive four credits; students not enrolled in the lab will receive three credits for the class. To take the class, students must be concurrently enrolled in the lecture part of the class. (Offered spring semester)

BIOL110 General Biology I (4 Credits)

This course deals with the basic principles of biology. Consideration is given to cell biology and structural and functional organization of plants and animals. Principles of reproduction, genetics, and ecology are introduced as well as a brief survey of the kingdoms of living organisms. Beginning course for all biology majors. (Three hours lecture and two hours lab per week.) (Offered fall semester.)

This course is a continuation of BIO 110 and emphasizes the diversity, ecology, structure and function of animals. The course will survey the animal kingdom and discuss adaptations for homeostasis, reproduction and interaction with the environment. Topics also include brief examination of community and ecosystem biology with an emphasis on sustainability and stewardship. (Three hours lectrure and two hours lab per week.) Prerequisite: None, BIO 110 recommended. (Offered spring semester.)

Major emphases in this course are placed on the anatomy and physiology of flowering plants. Also included are agricultural and horticultural applications, and an overview of the plant kingdom. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered fall semester.)

PHYS130 Physics for Educators (3 Credits)

The course covers general and fundamental areas of physical sciences that are important to educators. The topics deal with basic modern physics including Einsteins relativity theory, nano-technology, quantum physics, and the modern ideas of atoms, molecules, stars, planets, astrophysics, and cosmology.

BIOL215 Survey/Plant Kingdom (Taxonomy) (4 Credits)

In this course the major emphasis is on a survey of the vascular plants and common families of flowering plants. Topics included are principles of flowering plant taxonomy, mechanisms of adaptation and plant ecology. (Three hours lecture and two hours lab per week.)
Prerequisite: BIO 110, 112 or permission of instructor. (Offered spring semester of even calendar years.)

BIOL245 Human Anatomy and Physiol (4 Credits)

This course is designed to deal with all the human body systems as to structure and function. Material covered is intended for those planning to teach biology in high school or enter the allied health professions, and to meet the needs of students majoring in physical education. Required of all physical education majors and biology majors in secondary education. (Two lectures and two two-hour labs per week.) (Offered fall semester)

BIOL305 Genetics (4 Credits)

The facts of heredity; reproduction and development; the mechanism of heredity; hybridization and Mendel's laws; heredity in man and in its broader social applications. Recommended for all biology majors and required of all biology majors in secondary education. (Two hours lecture and four hours lab per week.)
Prerequisite: BIO 110 and 112. (Offered spring semester.)

BIOL350 Science Curriculum Projects (2 Credits)

A survey of biology texts, curriculum guides, visual aids, computer software, and free materials useful in the classroom. A variety of experiements, inquiry situations, and learning center ideas are explored. This course is required of all biological science teaching majors. Cross listed with CHM 350/PHY 350. Prerequisite: Admission to the Teacher Education Program with a major in biology. (Offered spring semester of odd calendar years.)

BIOL360 Microbiology (4 Credits)

Behavior and activity of microorganisms more or less common in the natural environment. Special attention given to the physiology of bacteria. Includes concepts of immunology and epidemiology. Required of all biology majors in secondary education and all pre-med and med-tech students. (Two hours lecture and four hours lab per week.)
Prerequisite: BIO 110, 112, CHM 112, or permission of instructor. (Offered fall semester.)

BIOL370 Basic Ecology (4 Credits)

BIOL410 Seminar in Biology (2 Credits)

Reading and discussion assignments for the biology major dealing with recent biology research and advancement. Special projects and problems may be done on an individual basis. Offered each spring to be taken by all biology majors during their senior year. Secondary education majors in biology and pre-med-tech biology majors should take this course during their junior year. Meets the general education writing intensive requirement.
Prerequisite: If taken for credit, 16 hours of previous biology. Anyone expecting to major in the Department may participate without credit. (Offered spring semester.)

Professional Education

EDUC101 Introduction to Education (3 Credits)

EDU 101 Introduction to Educational Practice Three Credits
This course prepares the candidate for admission to Teacher Education. Course content includes the characteristics of the Greenville College Teacher Education Program, a survey of the legal, social and ethical issues involved in public school education, an introduction to LiveText and program portfolio development, and a correlation of psychological principles to varied learning styles and milieus. This course is conducted on campus and includes 70 hours of field experience in school settings that have a large minority population. This course will give students the opportunity to determine whether they want to persist in the Teacher Education Program.
(Offered fall semester for transfer students and students with special needs by permission of instructor, and offered every Interterm for freshmen.) Pre-requisite: signature of instructor IN15 - $92 Fee.

EDUC202 Cultural Awareness in the (3 Credits)

The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students spend 40 hours assisting in a classroom which serves a high minority and low socioeconomic population.
Prerequisite: EDU 101. (Offered every Interterm.) IN16 - $60 Fee

PSYC206 Adolescent Development (3 Credits)

PSY 206 Adolescent Development Three Credits
The transitional years of human development from puberty to early adulthood. Emphasis is on developmental tasks and choices through which adolescents develop mastery and a sense of self-competence.
Prerequisite: PSY 101 or 220 or admittance into the Teacher Education program. (Offered every semester.)

EDUC101 Introduction to Education (3 Credits)

EDUC280 Exceptional Child (3 Credits)

EDUC202 Cultural Awareness in the (3 Credits)

PSYC206 Adolescent Development (3 Credits)

EDUC280 Exceptional Child (3 Credits)

This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Thirsty hours of field experience in a special education classroom are required.
Prerequisite: EDU 101. (Offered every semester.)

EDUC316 Read/Write Across Curriculums (3 Credits)

EDU 316 Reading and Writing Across the Curriculum Three Credits
Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Field experiences required. Cross listed with ENG 316.
Prerequisite: Admission to the Teacher Education Program. (Offered fall semester.)

EDUC333 The Learning Environment (3 Credits)

This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Twenty hours of field experience required.
Prerequisite: EDU280

EDUC340 Educational Measurement/Evaluation (3 Credits)

EDU 340 Educational Measurement and Evaluation Three Credits
This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored.
Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)

EDUC342 Middle School Curriculum/Instruct (3 Credits)

EDU 342 Middle School Curriculum and Instruction Three Credits
A study of social and philosophical assumptions related to curricula, materials, and methods of instruction pertinent to middle school students. Focus is on organizing classes, making curricular decisions, determining methods and selecting learning resources. Field experiences required.
Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)

EDUC400 Early Professional Experience (1 Credit)

EDU 400 Early Experience One Credit
After admission to the professional internship , candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required.
Prerequisite: Admission to the Professional Internship. (Offered fall semester)

EDUC409 Secondary Methods (3 Credits)

Teacher candidates work to integrate prior coursework experienced into the context of real classrooms. Teacher candidates develop a teaching philosophy and an operational "professional identity." Candidates consider the impact that various factors have on the learning environment, develop teaching strategies that promote active learning and which engage students with diverse abilities, cultures, and ethnicity. Candidates explore methods specific to their subject areas under the additional guidance of the program coordinator. Teacher candidates will engage in preparing for the edTPA. Candidates complete a minimum of 15 hours in the clinical setting completing pre-mini student teaching assignments. Students must take EDU409 and 410 (Offered Interterm) during the same academic year.
Prerequisites: Admission to the Teacher Education Program; EDU316, 333, and 340. (Offered fall semester.)

EDUC410 Secondary Methods Clinical Practice (3 Credits)

Candidates complete a mini-student teaching experience, consisting of 12 full days in the secondary classroom. Teacher candidates will meet on campus for a minimum of three class sessions. The course faculty member, assisted by the Director of Field Experience, will determine the placement for the clinical experience. Students must take EDU409 in the same academic year.
Prerequisite: Admission to the Teacher Education Program and EDU409. (Offered Interterm.)

The seminar addresses professional topics within the field of education and provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The portfolio documents practices in the areas of planning, instruction, assessment, analyzing teaching, and academic learning to reveal the impact of a candidate's teaching performance on student learning. This course is to be taken concurrently with student teaching and is pass/fail.
Prerequisite: EDU410.